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tv   [untitled]    April 30, 2014 7:00am-7:31am PDT

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>> okay i am a union rep with local 21, and i am here to speak on behalf of our members employed by the district. and we urge the board to direct the district to negotiate a fair consider with us and the members have actually not had a raise in more than 6 years, and during that time we also took the furlough days and sacrificed more to help out the district. now that the district revenue is healthier because of prop 30, which we volunteered many hours to insure the passage, we are asking that the sacrifices be awarded with a fair contract including wage increases to help with the cost of living which they have fallen on considerably behind. and we hope to come to an agreement on improved health benefits and opportunities for advancement, and then, the strengthen voice at work and an end of the abuse of the appointments and the ability to help out the fellow co-workers when they are ill and so please, direct instruct your labor department to negotiate a
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fair contract with our membership. thank you. >> good evening board. my name is i don't know son miller, and i am the chapter president for seiu, 1021, and i just want to announce that we are will be going into bargaining, and we understand that now there seems to be a big stable growth in money. and we are looking forward to a successful contract, and getting more money, and we will be opening up for wedges in healthcare, and it seems now that the california budget is showing positive stable growth and coupled with this improved out look for the economic recovery passage of proposition 30. and the event of the new
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locally controlled formula and the district is posed to responsibly address many of the consequences of the previous years of the budget shortfalls, and it is the advantage of everybody that we go into this bargaining, and good faith, and hopefully, that we can reach good settlements because as you know, we are members who open and close our schools just like the teachers in the para professionals, our students come in and they see us, and we serve them, and we clean their schools, and we empty the trash and we do many things and we are the secretaries and we are the clerks and we are the custodian and we kiss the booboo, and put on the band-aids and it is important that you understand our members that we have that work 3.5 hours, who don't make $25,000 a year and but only make $9,000 to $10,000 a year.
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and we are hoping that we can reach an agreement and together, make them whole four plus more hours that we have been trying to do for the past ten or 15 years. and we have members that have retired, and after working 25 years, with no retirement and does not receive benefits, and get any kind of off days, and get any kind of vacation, and so we are hoping that we could reach big time settlements and some agreements, and close this disparity that we have with our members, it is just not fair and we are hoping that you do the right thing, thank you. >> >> hi, and you look familiar and i was up here just a minute ago. ? i am josh davidson and a member and an early education house parent. and we are going back into bargaining next month with our colleagues and labor relation
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and looking forward to selecting a contract on wages and health benefits. and like, so many other of your employees, we are being chased out of san francisco by these skyrocketing cost of living and we would like to get a little tractioner on that and we know that we are not going to catch up with that and we are realists and we would like to not be quite so far behind, thank you so much. >> thank you. >> so i missed an item which was item k and tonight, we have two tea oversight committee annual report and it was heard earlier in the meeting is there any other appointments to be made this evening? >> i have a appointment, lina karu, lena tarew.
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>> thank you. commissioners, anyone else? commissioners, none. okay. >> and let's go on to item m, discussion of other educational issues superintendent, i think that your designee bill san did her son has a report for us on the status of graduation requirements, and attainment for the class, of 2014. board members, you may remember that the class of 2014, is the first class that will have to graduate under the new graduation requirements, that mirror the acg requirements. >> actually, thank you, president fewer, so i would like to say a few framing remarks and then i am going to introduce, bill san der son who will introduce our team that wip present this evening. but just as a reminder, president fewer is right, the
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class of 2014, is the first graduating class that will graduate under the acg requirements as the default requirements for the diploma and as we know that has raised the level of expectation and demonstrated performance for all of our students to a very high level and so we can safely say that this year's graduating class will be the best prepared graduating class in the history of san francisco and we are proud of that. and as went went through the requirement. it was in the 30s, but you are right, and the last few years has been my great depression and i believe that we implemented it during the time of the great depression and with the resources that are now
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being allocated through the local funding program and the el cap and the funding is particularly targeted towards making sure that the students reach the high levels of achievement and so with that, would i like to ask bill san der son and his team to update us on the status of where we are and some of the challenge and some of the work that we are doing to make sure that we get as many as our kids as possible across that finish line and walking across to receive the diploma and i am going to ask if possible, that the board will allow the team to finish the entire presentation and we promise that it will not be long, and they can finish and they will be happy to enter the questions and clarify. >> and so, superintendent, before we start, if i could have chair of the committee, tell us a little bit that we heard this and how it came to the board. >> thank you. president, fewer. >> actually, this item, i requested that this item come to the full board of education
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just so that the commissioners know and the staff. and truly for the public as well. i think that it is time for the public to have an update on where we are in the process and i was watching the select committee meeting where there was a presentation from our office of extended learning and support, to the commissioners and supervisors on their contribution and support of the usfd summer school and other alternatives support on how we could help the students, access credit recovery options. and so after watching that,dy note that there were a few questions from the supervisor and a couple from the board commissioner and then asked you all to come and the extended learning to really update us and fill in the blanks that i have sort of seen and those are really answering the questions that were opposed of the select committee maoelting and you all
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did that and truly from, i think, the curriculum discussion, on the discussion that we had at curriculum committee i thought that it was imperative that you all really update, not just the curriculum, committee, and that we just hold on to that information, but that every board member, be privy to this information, and understand our responsibility in this role. and as we move forward, in 2014, to the first class, that is required to graduate, with ato g requirements. and that really speaks to, i think, the history of the board members, present, and then past board members and sfusd as well. and i know that it is one of the reasons that i came to serve on this board of education. and part of the history that i know of from the students, and having experienced the lack of graduating with a, to g requirements and then those who
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did have that requirement in their schools. and that was not, every single school in sfusd. so, i am so thrilled that you are here to present the update to not only just again the curriculum members, that we see this information again, but, to the entire board of education, and that we are truly transparent about where we are in the process and as the public, and viewing or a listening on the radio, and have an opportunity to understand where we are and where we are going, and i am hopeful that you will enlighten us further and share the good work, and then in the areas of the extreme challenges, that you have come across, i think, we all need to know that. and i did, i never imagined that it would be easy, but we need to know all of the things that you are going through so that we can also support you. and have other members of the public understand what this entail and how they can be
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supportive. so, thank you president fewer. >> thank you. i appreciate all of your support, and i do appreciate the opportunity to bring this before the entire board of education. and thank you for setting it up so well, the history of it especially over the past few weeks, and i am bill, the director of the curriculum and instruction and i would like to introduce the folks at the table with me, cindy is the head counselor in counseling and post secondary success and she is representing karin norman who is not with us this evening. and then we have julie chan, who has really led us in evaluating of where we are and setting the procedures, for that and for us to determine who is on and off track this year and julie, is our education policy analyst. and we are going to have steven cough man who is the collector of learning and support, and
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that is a new effort as a result of p, funding and in addition, i said to dr. schultz today that she was the, if she would be our back up singer in case there are, and i do appreciate dr. schultz's continued support in this work and thank you, and she is here and she will be glad to respond to any site specific questions that we may have. and just to let me kind of set the stage for this a little bit more, and this is based on data that was run, the date that we pulled the data was on february 7th and that is the exact date that we pulled the data and that was after the marking period, the first semester of this year was posted. and we cannot pull the data again, until after another marking period is actually posted. and so, we will pull the data again, after the end of may, marking period, this semester, and it is over. and with that said, tonight, i would like to quickly do an overview of this and if we are
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ready. can we? ... there is a powerpoint. when you say that the data run was done february second that was for? >> february 7th. >> i am sorry, that was pulling from the fall and winter of 2013. >> right, that was so that we would encompass the last semester. >> okay, great, thank you. >> all right. >> and okay. here we go. and so, tonight, we will and a lot of the slides are what we presented a few weeks ago and tonight, we will and the overview is the recent changes impacting the on track graduation result and we will look at the on tract graduation status of the class of 2014 and
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we will take a deeper look at one subset of those students and then, finally, we will look at the california high school exit exam, and results for the students, in the class of 2014. and there are some recent changes as you know, there was a policy change in january, that does have an impact on the data. and in there are some other changes that have taken place. and so, of those changes, one that we have increased the targeted interventions and we have had to work as you saw from the presentation last semester and we worked with the office of counseling and success and the extended learning to make sure that the portfolio is available to the students who need that in our district. and in addition, you know that there was a policy change, due to that, and you will see a change in some numbers, of students, because the changes were in reference to
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continuation schools. and in addition to that, there is a new program in sfusd that it does have an impact of a small number of students that are in the numbers that is gateway to college, even though that may actually change as the board action tonight and we will see that after tonight. and so, this is the slide that you received and it is a snapshot of the class of 2014. and so the fall, in the fall, the n, the number of students that we had 3805, and at that point in time, 66.4 percent of them were on track to graduate. and then, there were a 920 or 24.2 percent of those students that had the total number of credits needed but they were missing a course or two. and now as we come to the spring, and this is as of the february 7th data, and after the first semester was
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completed, and when we take a snapshot of the students, first of all these graduation requirements the n has reduced here because we have taken the continuation school students out, and we have taken the county students out because they have a different graduation requirement as of the policy change in january. and at this point in time, of the 3593 students, 70.4 percent of them are on track to graduate. and that is an increase of 4 percent, or you can see that actual numbers there. and the number of students that are on track with the number of credits but they are missing a course or two courses, and in most cases, it is two courses or less. and those students, went from 24.2 percent in the fall, to 21 percent. and you can see how each other group falls out, and the off
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track up to one semester, and that means up to the total credits of a semester and the off track up to a year and those students that are severely off track for more than a year's worth of credits or two semesters. when we look at the data compared, from the class, for the class of 2014, and we had an increase in the number of students that are on track. and these comparison highlights are based on students that have actually been identified under the graduation status, okay? and the african american students, and the increase is 7.9 percent of those students, and we had an increase of on track and this is comparing the fall where they were in the fall to where they are right now, in the spring, when we run the data. and white students, we had a decrease of them being on track by 6.1 percent which is 17
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students, and english learners, we had an increase by 11.3 percent of them being on track, and 48 more of them were on track, this semester when we ran the data and special education students, we have a slight decrease, in the number of students that are on track for that particular group of students. and now, when we so wanted to, in the curriculum committee, we wanted to and there was a very lively discussion about a specific group of students. and so i want you to take that second column of students, and in that second column of students, in that first table, you have 758 students. we had a discussion about who are these students? what are they missing? things of that nature, and so we did a complete analysis of that for you. and now, i want to point out, that if you were to add all of the numbers in the left-hand
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column, you will not get 758. and the reason that you would not, is because students in the category of english learners and the students in the category of special education are counted twice sometimes, because we have broken them down by ethic group and by the other classifications. of these students and i will walk you through one of these so you may understand what they may mean and so let's take the african american students. and the number of students that out of the 758 is actually 74 students. and when you average how many courses they are missing it is 2.6 courses. and i know that you ask, how can you come out with a 0.6 course, realize that we have students that transfer in and the students that get a variable credit for a course or something like that and when you actually do an average, you get a real number, as an
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average which is 2.6. and in most cases, in most cases, these students in this particular group are missing either a mathematics course, a language other than english, or physical education course. and so, that is how that would read throughout the document for each subgroup, and then we will have it broken down by english learners and we have it broken down by special education students. so, to quickly do, a summary, of that, i would like to give you some points. >> i am sorry, i know that you said no questions, i don't understand why there are xs and yeses for others. >> there should be xs, for all of the yeses should be xs and that is why we have changed them on here and i am sorry that it did not get to yours before it was printed it should be xs, all over.
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>> you are not missing anything i forgot that was there on some of your prints, okay? thank you. >> okay. of that just summarizing which is a great point for your question, just in summary of these students, let's take a look at them from the table. the 209 students have not met the mathematics bench mark and of that 209, we looked at them two different ways, and so i want you to know that these are two different ways of looking at those students and some of the students may have been encountered in both of these groups but of the 209, 68.9 percent of them are missing at most 5 credits and one course in mathematics and also, when we look at them for who has failed a math course, and 157 of those students have actually failed a math course and so they are missing that math course, is due to a failure or something of that nature. and now, do i want to do before
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we talk about language other than english, and physical education, i want to do a big qualifier here. and this is really a big one. and in, and there are other ways for students to meet the language other than english requirement, other than taking the course. and they are ways that are allowed by our board policy, and by our administrative regulation, and they are allowed by the uccsu system and we basically replicated their system. and in our new student information data base, there is a drop down tab, that will allow us to identify students that have met this or had an exemption or a waiver from the language due to one of these
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reasons. in addition there are ways that students can meet the physical education, and there are exemptions from the physical education and there is a total drop down menu for both of these. and we have not been able to fully implement that at this point in time and there are issues with it that we are having to build out and we are working with information technology, that is working very diligently on this. and so i am not saying that 100 percent of these figures, i am saying that you need to see the figures but i am not saying that i think that all of them are absolutely correct. because, there are students in both of these categories, that potentially could be exempted and the only way that we know is that we actually have the counselors looking at them one by one, and we are doing that. now, when we take the students missing courses, and someone wanted to know, and someone asked the curriculum committee,
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how many courses are they missing? when we take 758 students, and of that 758 students, 57 percent of them are missing one course and when i say one course, i mean one semester course. that is it. they are not missing a year, they are missing one semester of a course and you can see how that number actually breaks down for all of the other students in the category. and now i am going to turn it over to miss matheson, who is going to talk to you about some of the counseling services and the support that we have given through the counseling, and our goal tonight is really to tell a story to start very broad with the class and to take you all the way to a student level, and then, bring it back into summary, and so miss matheson? >> thank you. >> and yes, as he has mentioned we have really had a chance to look at a lot of the numbers
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and data and when we talk about the counseling services through the office of counseling and post secondary success and the student family community department and we really have the targeted support services, and these are essentially done in collaboration, with our office, and all of our high school counselors, and include and are not limited to, a few of the support services that you see mentioned here. and counselors, and administrators received a list, of their off track students, and once each semester, and these lists are really meant to be across reference and a way to augment, all of the services that the counselors are providing and not only throughout the student, senior's year of high school but really throughout all four years of their high school experience, and so, counselors provide some of these targeted services which include, individual counseling, and group counseling, and some referrals to the outside agencies or wellness centers, and working with the teachers,
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and in-class presentations and information and of course, working with our parents and guardian and families, and counselors, specifically speaking to students who are off track, and one of the main interventions that we have is referring the students and helping them register for the credit recovery option and there are a multiple of options that are available to the students. and these are done in not only throughout the school year but in addition to the summer school program. and another point of collaboration, between our department and all of the high schools and the counselors is that we make the effort to send letters home to all of the families of the students who have been identified as off track. and then, you will see, as we move to the next slide, an example of a specific student, and the sports that the counselor provided in order to address some of the concerns of the student being off track. and the example of this student, our student x, you can see that the student is missing just a required math course in order to be able to graduate this year, as a senior. and so, the counselor reported
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that her interventions included, in this case, at least three, individual one to one counseling sessions or academic sessions with the guidance counselor and in this case with the college counselor at the college center of her high school and in addition there are parent teacher meetings that happen and the student failing grades and struggles with math are addressed at that time and so it is really a collaborative event that happens with a parent and a student and a teacher and a counselor working together to try to find the strategy to help the student to feel stronger and in their abilities and get back on track. and the students are advised to attend both saturday and evening school options and in this case to recover their geometry credits and there is also after school tutoring available at all of our high schools and in this case, through the becan and the after school programs, and the student currently has earned, 205 credits so it falls into
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the category that you see on track with the total credits but missing just the math subject course. and it is currently enrolled in all of the required class and this student is taking advantage of the regular and evening school, the student has passed both exams and on track to graduate on time this is what is happening to all of the students in this category and so therefore, you will notice that our graduation rate will probably be quite a bit higher than what might be indicated in when you see that first shocking number of 70 percent. >> and i think that i am from there and we are going to go ahead and turn it over to steven who is going to talk a little more carefully about the credit recovery. >> and good evening, commissioners, and just so that you know, i might cough and i am suffering some allergies and so i am not sick i just have the allergies, so if i start coughing i am going to turn it over to mr. sanderson. >> thank you.
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>> and i just wanted to comment on the spring credit recovery enrollments and i think that the kind of the story to tell here, the exciting story at least for me and why i came to san francisco was the opportunity to start this office of ex-ended learning and support that i understand was lacking before in terms of the services and the portfolio of the credit recovery options and the one thing that we have been able to accomplish with the support of the leadership, and also the board and through it is the opportunity to develop that portfolio of the credit recovery options which shows here that 335 of our seniors, are enrolled in 1 form or another of a credit recovery option, whether it be evening school, whether it be saturday school or whether it be on-line learning or whether it be one of the local school sites and funds that is, or that has been well documented that i am sure
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that you are aware of when a school has a need and they don't have the funds and they will provide the credit recovery and that we provide that to the office to allow that local school site to provide those service and it just shows that almost 31 percent of the 12th graders who are off track are enrolled in one or more of the credit recovery courses which may not be 100 percent, but i think that considering where we are at in terms of the infancy of the program and the understanding of what is out there for the students, and i think that is actually a very good number and i mean that it is not perfect or great and i think that the framework of it and i think that that number will only grow into the future, and i think that when summer school opens up, with our course offerings across the board and plus the local school site design through the funds and that number will be greatly increased, and i also think that it is important to understand that the